sholeh livarjani

 The present study was conducted with the aim of designing and determining the effectiveness of the moral psychology model on moral reasoning, moral judgment and moral emotions among bullied students in the second year of high school in Tabriz.

 The current semi-experimental research is of pre-test, post-test type with a control group. The statistical population included all middle school students in Tabriz city and the statistical sample was based on cluster sampling method and included two middle school boys' schools. In order to identify aggressive students, first, the aggression questionnaire was filled by all students in the sample. Then 100 aggressive students were selected and placed in two intervention and control groups of 50 people. To do the intervention, a pre-test was done first. Then, the students of the intervention group were treated with the design of the moral psychology model in coordination with the school principals, and after 8 sessions of the training course for the intervention group, the questionnaires were filled again by the two groups.

 Based on the observed findings, the moral psychology model increased the scores of moral reasoning (P=0.001 and F=38.969), moral judgment (P=0.001 and F=147.247) and moral emotions (0.001). =P and F=172.934) among bully students in the group was intervened.

 The results of this research can provide psychologists with a model in the field of moral psychology counseling.

This study aimed to determine the effectiveness of trauma-focused cognitive-behavioral therapy on the reduction of anxiety sensitivity and panic attacks in veterans with PTSD. This study was a quasi-experimental study with pre-test and post-test with control group, The population of the study consisted all male Veterans in Marand in the year of 2019, among whom a sample of 30 veterans with PTSD were randomly selected to two groups of experimental (15 male) and control (15 male). Measurement tools included were posttrumatic stress disorder checklist (military version), Anxiety Sensitivity (Reiss, Peterson, Gursky & McNally, 1986) and Symptom panic (Liebowitz & et al, 1990). Then, trauma-focused cognitive-behavioral therapy were performed for 12 sessions (90 minutes in per session) each week for the experimental group. Data were analyzed by SPSS 20 using multiple covariance analysis. After controlling the effects of pretest, the mean scores of anxiety sensitivity and panic attacks were significantly higher in the experimental group than the control group (p<0.001). Training trauma-focused cognitive-behavioral therapy education can be effective reduces anxiety sensitivity and panic attacks in veterans with PTSD.

The current article aims to compare the effectiveness of study methods and time management training on the academic self-regulation of students.

Methods and Materials: 

The research method was quasi-experimental, employing a pre-test-post-test design with a control group. The population consisted of all twelfth-grade male and female students in Tabriz schools during the academic year 2021-2022. Fifty-two students were selected as the sample through single-stage cluster sampling and were assigned into two groups: experimental (26 students, including 13 females and 13 males) and control (26 students, including 13 females and 13 males). The Savari and Arabzadeh questionnaire was used to measure academic self-regulation. Before the intervention, a pre-test of academic self-regulation was conducted for both groups. The experimental group received training on study methods and time management through an educational package in eight sessions, while the control group did not receive any educational intervention. After the intervention, in the post-test phase, both groups again answered the pre-test instrument. Data were analyzed using one-way multivariate and two-way multivariate analysis of covariance tests.

The results of the two-way multivariate analysis of covariance also indicated that the training on study methods and time management was effective on the academic self-regulation of both male and female students and its sub-scales. It showed a higher effectiveness in overall self-regulation and particularly in the help-seeking sub-scale among males (p < 0.05). For other sub-scales of academic self-regulation, the effectiveness of study methods and time management training was at the same level for both genders (p < 0.008).

Therefore, it can be concluded that training in study methods and time management can be used as an effective intervention for high school students.

The present research was done with the aim to compare the effectiveness of study methods and time management training, on the academic self-Efficacy, academic self-regulation and performance in biology course of female and male students of twelfth grade in experimental science major.

The research method was quasi-experimental with a pretest and posttest design in addition to the control group. The statistical society consisted of all female and male students in twelfth grade of experimental sciences major in Tabriz city during 2021-2022; among them 52 students were selected in one step cluster sampling method as the sample case and categorized in two groups of experimental group (26 students) and the control group (26 students). In order to estimate students’ academic self-efficacy, the standard questionnaire of Jinks and Morgan (1999) was applied. Savari and Arabzadeh (2013) questionnaire was used to analyze their academic self-regulation; and to evaluate students’ performance, their current and previous academic year’s final scores in biology course was utilized. The validity of research instruments was confirmed by the approval of specialists and the reliability was estimated and approved by calculating Cronbach alpha coefficient (α> 0.7). Prior to the study, pre-test of academic self-efficacy and academic self-regulation was implemented in both groups. The experimental group had received study methods and time management trainings through a package in 8 sessions with 60 minutes training, but the control group had not received any training therapy. After the training course in the post-test stage, both of the groups answered to the research instruments of the pre-test stage. Students’ final scores in biology lesson of previous and current academic year was also gained. The research data was analyzed with analysis of covariance using SPSS.  

Based on the obtained results, the study methods and time management training had the same effectiveness on female and male students’ academic self-efficacy, academic self-regulation and performance in biology course.

According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. Also, critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

This research was conducted in order to compare the effectiveness of the positive psychology group education and metacognition group education on the academic achievement motivation of the female high school students in district one of Tabriz. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population consisted of all female students of the second grade in district one of Tabriz in the academic year 2021-2020. A total of 90 students were selected by multi-stage cluster random sampling method and randomly assigned to three equal groups. The first experimental group received metacognition training in eight 90-minute sessions in combination with the weekly Wales and Robinia training package, and the second experimental group received positive psychology training adapted by (Cheraghian 2014) and the Afmas training package in nine 90-minute weekly sessions. The control group did not receive any intervention. The data measurement tool was the Hermans (1970) Progress Motivation Questionnaire. Finally, the data were analyzed using  ANCOVA one-way covariance. The results showed that positive psychology (P<0.05) and metacognition group education (P<0.05) were both effective on the motivation of students' academic achievement and there was no significant difference in the effect between the two treatments. Therefore, it was concluded that utilization of both positive and metacognition trainings increased motivation of students’ academic achievement.

The aim of this study was to determine the effectiveness of story therapy on aggression, anxiety and social fear in children with coping disobedience disorder with one month follow-up. The research design was quasi-experimental pre-test-post-test and follow-up with control group. The statistical population of the present study consisted of all female students with confrontational disobedience disorder who were studying in Tabriz schools in the academic year of 2019-2020. After screening, 40 students with higher scores on the confrontational disobedience scale. Were obtained, selected, and randomly assigned to two groups of 20 individuals. For data collection, Shahim Aggression Questionnaire, Spence et al.'s Anxiety Questionnaire and Masia et al.'s Social Fear Questionnaire were used. Analysis of covariance and repeated measures test were used to analyze the data. The results showed that story therapy has an effect on aggression, anxiety and social fear in students with confrontational disobedience disorder and reduces aggression, anxiety and social fear in them. The results also showed that the effectiveness of story therapy on aggression, anxiety and social fear is stable. Paying attention to story therapy can play an important role in improving children's psychological problems.

Bullying is one of the manifestations of communication violence that occurs in a specific context and social relationship and in many forms. Intentional and voluntary violent behavior, in which a person or people, another person in a situation where there is some kind of power imbalance, abuse repeatedly and with the aim of hurting. The present study was conducted with the aim of designing a model of moral psychology and determining its effectiveness on self-view and moral behavior among bullied students in the second year of high school in Tabriz.

The current research was a sequential exploratory method that was carried out in two stages. In the qualitative part, with the aim of identifying the dimensions and ethical indicators effective on bullying, a meta-composite method was used, which, using the seven-step method of Sandelowski and Barso, and by examining the information sources and scientific articles of the last ten years, 56 sources were analyzed. The final one was selected. In the quantitative section, the fuzzy Delphi method was used to validate dimensions and indicators from the perspective of experts. In this section, indicators and dimensions were provided to 12 experts. The current research method is practical in terms of its purpose and in terms of development method, which has been done in a mixed and sequential manner (qualitative and quantitative). In the qualitative part, the meta-composite method was used in order to identify the dimensions of the moral psychology model. Therefore, the statistical population of this section is databases, international prestigious journals, and all the research conducted in the field of studies related to bullying and the moral factors that are effective in it, which have been published by researchers in prestigious scientific journals in the last ten years. A study has been published. The sampling method in this section was targeted or criteria-based sampling. In this way, the studies that met the research criteria in the subject area have been selected as samples. The method of collecting data in the form of a library includes sampling from selective sources. In the quantitative part and in the first part, with the aim of validating the dimensions and in order to formulate the model, the fuzzy Delphi technique was used to collect the opinions of experts. Therefore, the statistical population of the first part of this research was formed by psychology experts, teachers, assistants, and principals of secondary schools in Tabriz, who were experts in the discussed field (bullying and moral factors effective in it), based on purposeful (judgmental) sampling. 12 people were selected. Experts are people who have at least ten years in the field of education and school management and have scientific works in this field in the form of books and articles.

Based on the findings of this research, the model of moral psychology in 5 dimensions (individual moral psychological factors, moral psychological factors related to peers, moral psychological factors related to parents, moral psychological factors related to school, and moral psychological factors related to the place of residence) and 20 indicators were identified, which were approved by 12 experts in the Delphi section, and finally, the research model was presented. After the initial coding process using Atlas ti software, the process of determining the themes began. In the first stage, similar codes were placed next to each other and formed the themes of the first level. During this phase, some code was at higher levels and it was possible to shred it. In this way, the codes were reviewed again and the process of determining the themes was constantly changing and forming. Based on the investigations, 22 first-level themes and 5 second-level themes were identified. According to the results, the main factors causing bullying behavior are individual factors, factors related to peers, factors related to parents, factors related to school, and factors related to the place of residence. The result of this section is presented in Table 1.

It is believed that ethics as a central sign is the discourses of research that have confirmed its major role in the occurrence of bullying behaviors, and this research in this respect emphasizes the positive role of moral psychology and confirms its influential role. Reducing bullying of students, can infer its effective role in reducing moral sensitivity and indifference, creative reasoning, and moral identity of students. As mentioned in the background of the studies related to the investigation of the influencing factors on bullying behaviors, some researchers have proposed concepts such as moral reasoning, which they draw as a manifestation of the moral situation. They admit Therefore, based on the findings of this research, considering the significant impact of the educational model on the moral reasoning of these students, it can be concluded that moral reasoning, as one of the complex elements of the moral system of people, is affected by the education of the extractive model of the research. It is divided into 5 general components individual moral psychological factors, moral psychological factors related to peers, moral psychological factors related to parents, moral psychological factors related to school, and moral psychological factors related to the place of residence. The results of metacombination studies clearly show the complex interactions and relationships of different dimensions with each other. Therefore, the need to pay attention to each of the dimensions about other ethical dimensions will be an undeniable necessity. From these results, it can be concluded that this research can provide psychologists with a model in the field of moral psychology counseling.

Despite different views on the appropriate age for marriage, the tendency for child marriage is common in some parts of the country, and it is increasing.
The purpose of this study is to design a model for empowerment of child wives based on grounded theory.
The research desig was qulatative research with grounded theory apporch. The sample included 18 child wives in Shabestar, selected via purposive and criterion sampling.The data collection instruments were semi-structured interviews and library resources.
The categories were revealed in the form of the six dimensions of a paradigmatic model, with inter-relations between them. The dimensions were causal conditions (theoretical knowledge; behavior of parents, family, and society), central category (empowerment of child wives), strategies (economic strategies, development of social skills, development of scientific and counselling skills, and religious strategies), contextual conditions (demographic and geographical conditions, socio-economic conditions, cultural conditions, lack of maturity, lack of independence), intervening conditions (past experience, desire for the past, dominant culture, and conditions of the wife) and consequences (physical, family, social, mental, psychological, and personal consequences); furthermore, 61 sub-categories were also identified.
Empowering child wives and teaching them necessary skills can solve many of the basic challenges they face and increase the marital satisfaction in child marriage.

One of the main goals of training in the modern education system is the development of critical thinking in students, which prepares them to become thinkers instead of just receiving knowledge. However, little research evidence has been done on critical thinking training, its content, and its effects on our society, which provides the need for doing research in this field. Therefore, the purpose of the present study was to investigate the effectiveness of critical thinking training on high school students' academic self-regulation and problem-solving ability. The current research was a field experiment with a pre-test and post-test design. Thirty-nine students were selected by multistage cluster sampling from boys' high schools and randomly assigned to two experimental and control groups. Two groups were interviewed at the beginning and end of the research and answered the questionnaires on academic self-regulation and problem-solving styles. The experimental group came under the critical thinking training for eight sessions, one session per week. The ANCOVA analyses showed that critical thinking training significantly improved academic self-regulation strategies and the problem-solving styles of students in the experimental group compared to the control group. It seems that by using critical thinking training and generalizing it to different social contexts, it is possible to improve students' academic self-regulation and problem-solving skills in interaction with the educational and social environments. This can be a potential capacity for increasing academic achievement, cultivating thoughtful citizens, and developing a democratic society.

Depression is one of the most common psychological symptoms in the elderly. The present study aimed to evaluate the effectiveness of psychological care program in reducing depression in the elderly. The present study is fundamental-applied research in terms of aim and is considered as quasi-experimental research. The population of the study consisted of all elderly with depression symptoms living in nursing homes in Tehran. The sample was purposefully selected to be 30 people. They were divided into two groups of experimental and control (15 people in each group). The instruments used in this study were the Beck Depression Inventory II (BDI-II) and the Elderly Psychological Care Program. First, all the participants in the experimental and control groups completed the BDI-II, and then the educational intervention was implemented by the intervener on the experimental group during seven sessions based on the elderly psychological care program, and the control group did not receive any intervention. In the posttest phase, both experimental and control groups were tested again through BDI-II. The results of one-way analysis of covariance showed that seven-session training of psychological care program was significantly effective in reducing depression in the elderly. Psychological care program creates new behaviors by activating all cognitive, physical and emotional components of neural pathways and by teaching the skills, it provides a framework for understanding emotional experiences. Also, it reduces depression in the elderly and increases their quality of life by increasing motivation to participate and change.

The aim of this study was to determine the structural model of the effect of early maladaptive schemas on the experience of psychological distress through negative emotion regulation in adolescents. The present study was a descriptive-correlational study using structural equation modeling. The statistical population included all high school students in Miandoab city in the academic year 2019-2020 to the number of 4779 people. The statistical sample included 399 students who were selected using solving formula by stepwise cluster sampling. Data collection tools included the Young schema questionnaire, cognitive emotion regulation, and psychological distress scale. Data analysis was performed using Spss-26 and Amos-21. Data analysis showed that the direct paths of early maladaptive schemas to the regulation of negative emotion and psychological distress and the direct pathways of negative emotion regulation to psychological disturbance are statistically significant (p

The aim of the current study was comparison of the efficacy of emotional schema therapy and emotion-based therapy on quality of life, happiness, and marital burnout among women with emotional divorce. The research was quasi-experimental. The population of this research was distressed women referred to psychological clinics of Tabriz in 1398. Among them 45 couple (15 couple in each group) were selected purposively and assignment in emotional schema therapy, emotion-based therapy and control group. Data were gathered using, The Oxford Happiness Questionnaire, the Quality of Life Questionnaire (WHOQOL-BREF), the Paynes Burnout Questionnaire and the Relationship Health Questionnaire. Data were analyzed with ANCOVA. Results showed that there is a significant difference between three group in all three variables, after controlling for a covariate (pre-test) (Quality of Life: f=59/43; p< 0/001; Happiness: f=21/27; p< 0/001; Burnout: f=40/96; p< 0/001). Pairwise comparison showed that both treatments are more effective than the control group. There was no significant difference in any of the research variables between the two groups of emotional schema therapy and emotion-based therapy.Keywords: Emotional Schema Therapy, Emotion-Based Therapy, Quality of Life, Happiness, Marital Burnout, Emotional Divorce

elderly is a critical period of life that it is necessary to pay attention to the issues and needs of this stage. which is important to pay attention to their health, emotional and psychological needs, and meeting these needs requires a better understanding of the elderly and different aspects of their lives.

The present study is fundamental-applied research in terms of aim and is considered as quasi-experimental research. The statistical population of the study consisted of all elderly with anxiety symptoms living in nursing homes in Tehran. The research sample was selected to be 30 people purposefully. They were divided into two groups of experimental and control waiting for treatment (15 people in each group). The instruments used in this study were the Beck Anxiety Inventory and the Elderly Psychological Care Program.participants in the experimental groups educational intervention was implemented by the intervener on the experimental group during 7 sessions based on the elderly psychological care program, and the control waiting for treatment did not receive any intervention.

The results of one-way analysis of covariance showed that seven-session training of psychological care program was significantly effective in reducing depression in the elderly.

Psychological care program creates new behaviors, it provides a framework for understanding emotional experiences. Also, it reduces anxiety in the elderly and increases their quality of life by increasing motivation to participate and change.

The aim of this study was to evaluate the effectiveness of Captain Log software training on processing speed, working memory and cognitive flexibility in children with attention deficit / hyper-activity disorder.

From children aged 7 to 9 years with attention deficit / hyperactivity disorder referred to health centers of East Azerbaijan province, 30 people were selected using purposive sampling method and in this quasi-experimental study of pre-test-post-test type They participated with two control and experimental groups. Data collection was performed using three subscales tests (cryptographic test, symbolization test and digit memory expanse test) Wechsler intelligence test for children and visual memory subscale of Wexler memory test and Wisconsin card classification test. Mean data and standard deviation were used to analyze the data in the inferential statistics section and repeated measures analysis of variance was used in the analytical statistics section.The mean difference in the three variables showed that processing speed and working memory And cognitive flexibility (P<0/0001) is significant in children trained with software and untrained children.

The results showed that the training of Captain Log cognitive software caused active memory in children with attention deficit / hyperactivity disorder.

One of the problems that some children with behavioral problems experience is the inability to express empathy that this makes it necessary to provide psychological training to this group of people; The aim of this study was to determine the effectiveness of Timothy Campbell-Comerford Twelve Social Skills Training on empathy of sixth grade elementary school girls with behavioral problems.

The statistical population of this quasi-experimental research included all sixth grade girl in Tabriz in the academic year 2019-2020, that 30 students who received the diagnosis of behavioral problems in accordance with the cutoff score in the Conners Behavioral Problems Scale- Teacher and parent form were selected by multi-stage cluster and targeted sampling and they were randomly assigned to experimental and control groups (15 people in each group). All two groups completed the Davis Empathy Questionnaire (1983) and after completing 14 sessions of Campbell-Comerford twelve social skills training (two sessions a week for 7 weeks) in the experimental group, the Davis Empathy Questionnaire was completed in the groups. Data were analyzed using univariate analysis of covariance in SPSS.23 software.

Timothy Campbell-Comerford twelve social skills training affects empathy and its subscales (empathetic attention, perspective, and personal confusion) of children with behavioral problems (p<0.001).

Due to the effect of Timothy Campbell-Comerford twelve social skills training on increasing empathy of children with behavioral problems; is recommended the use of this approach as an effective teaching method.

The aim of this study was to determine the effectiveness of mindfulness-based mindfulness intervention in group therapy on improving cognitive performance in students with depressive syndrome. The research method was quasi-experimental with pretest-posttest design with an experimental and control group. The statistical population of the study was all students with symptoms of depression, Tabriz in 1398, who had no other psychological disorders and use of antidepressants, of which 20 for The experimental group and 20 people were selected for the control group by available sampling method. Young's plan questionnaire (short form, third edition, 90 items) and Snyder et al.'s (1991) adult hope questionnaire were used to collect information. The experimental group underwent mindfulness intervention based on group narrative therapy for 16 sessions and during this period the control group did not receive any intervention. Data were analyzed by multivariate analysis of covariance in SPSS software. The results showed that the process of mindfulness intervention sessions based on group narrative therapy led to a decrease in the mean scores of cognitive performance in students with depressive syndrome in the experimental group compared to the control group. (P≤ 0/01). According to the results, it can be argued that mindfulness intervention based on group narrative therapy has a positive effect on improving cognitive performance in students with depressive symptoms

Depression in children and adolescents due to disrupting various social, educational, professional, functions and etc, its prevalence is an issue that needs serious attention. The aim of this study was to evaluate the effectiveness of mindfulness based on narrative group therapy intervention program on improving depressive symptoms and emotional outcomes in students with depressive syndrome. For this purpose, during a quasi-experimental study with pre-test, post-test and control group, 40 students with depressive symptoms, living in Tabriz, were selected by convenience sampling method and randomly assigned to two groups of 20, tested and controlled. Subjects' depressive symptoms and emotional outcomes were assessed before and after the intervention. Mindfulness based on narrative ‌ group therapy intervention was performed on the experimental group in 16 sessions. The control group did not receive any intervention. The results of analysis of ANOVA showed that the process of intervention sessions of mindfulness program based on group narrative therapy improved depressive symptoms and emotional outcomes in students with depressive syndrome in the experimental group compared to the control group. According to the results of this study, a mindfulness based on narrative group therapy intervention program can be used as an effective intervention program to improve depressive symptoms and emotional outcomes in students with depressive syndrome.

Acceptance and Commitment Therapy is one of the third generation behavioral therapies in the treatment of childhood and adolescent disorders that has recently received much attention. However, its effectiveness, especially among adolescents with Attention Deficit Hyperactivity Disorder (ADHD), with problems such as procrastination, swings and depression, has not been much noticed. The aim of present study was to investigate effectiveness of acceptance and commitment therapy on academic procrastination, resilience, and depression in students withADHD.

To this aim, in a pretest-posttest with control group quasi-experimental study, 28 students were selected purposively and randomly divided into experiment or control groups (13 in ACT group and 15 in control group). Conners rating scale, Beck Depression Inventory (BDI-II, Beck, 1996), Solomon students and academic procrastination version Roth Bloom (1984 ), and Conner- Davidson Resilience scale (CD-RISC, Beck,1996) were completed before interventions by all participants and then participants of experiment group individually received a 10-session ACT intervention, while control group received no intervention. After completing the intervention, once more, the instruments were administered.

The results of Covaraince analysis showed that in the three variables of academic procrastination, resilience, and depression, after controlling the covariate variable (pre-test scores) there were significant differences among the two groups (depression: f=14/81; p < 0/001; resilience: f=9/84; p < 0/001; academic procrastination: f=15/15; p < 0/001).

According to the results, ACT is an effective and promising intervention on academic procrastination, resilience, and depression in students with Attention Deficit Hyperactivity Disorder(ADHD)

Abstract The purpose of this study was to determine the role of mediator of emotional self-awareness in the relationship between sense of coherence and self-compassion with academic well-being in students. The present study was correlational. Using a multi-stage random sampling, 350 students were selected among undergraduate students of Tabriz University of Medical Sciences. The participants completed the questionnaires of sense of coherence by Antonovsky, self-compassion by Neff, emotional self-awareness by Grant et al, academic burnout inventory by Salmela-Aro et al, and schoolwork engagement inventory by Salmela-Aro & Upadya. In order to test the direct and indirect effects model, structural equation modeling was used. The findings indicated that the data fit the model well. The direct effect of sense of coherence and emotional self-awareness on academic well-being was significant. But the direct effect of self-compassion on academic well-being wasn't significant. Also the direct effect of sense of coherence and self-compassion on emotional self-awareness was significant. Indirect effect of sense of coherence and self-compassion with mediating role of emotional self-awareness on academic well-being was significant.  findings of the study showed that  sense of coherence and emotional self-awareness could significantly predict academic well-being. Consequntly , it can be concluded that emotional self-awareness had a mediating role between sense of coherence and self-compassion with well-being.

The aim of this study was to determine the mediating role of psychological distress in relations of early maladaptive schemas and negative emotion regulation to the tendency to high-risk behaviors (including substance and alcohol use) in students.

The present study was descriptive-correlational of structural equation modeling type. The statistical population included all secondary high school students in Miandoab in 2019-2020 (n=4779). A sample of 399 students was selected using Slovenchr('39')s formula by multi-stage cluster random sampling. Participants completed the early maladaptive schema questionnaire, the cognitive emotion regulation questionnaire, the Iranian adolescentschr('39') risk-taking scale, and the psychological distress scale. Data were analyzed by Pearson correlation and structural equation modeling.

The results showed that early maladaptive schemas and negative emotion regulation had significant direct effects on high-risk behaviors (including substance and alcohol use). Also, early maladaptive schemas and negative emotion regulation had significant indirect effects on high-risk behaviors through psychological distress.

In general, the research findings showed that by increasing psychological distress, early maladaptive schemas and negative emotion regulation can cause the emergence and maintenance of the tendency to high-risk behaviors in adolescents, especially substance and alcohol use which are more common in this group.

The aim of this study was to investigate the relationship between test anxiety and motivation to progress with self-disability and academic procrastination in students of Tehran University of Applied Sciences. The research method of the present study is descriptive-correlational. The statistical population of this study includes all students of East Tehran University of Applied Sciences. 340 people were selected from this statistical population by multi-stage random sampling method. The negligence of Solomon and Rothblum (2005) and Edward E. Jones's (1979) self-restraint scale were answered. The results of Pearson correlation showed that there is a positive and significant relationship between test anxiety and academic self-efficacy and there is a negative and significant relationship between achievement motivation and self-efficacy and academic achievement. Negativity and test anxiety positively predict students' procrastination and self-empowerment. The results of the study indicate that by increasing the motivation to progress and reduce the anxiety of the exam, it is possible to reduce the students' self-disability and academic procrastination.

The aim of this study was to evaluate the effectiveness of parent-child play therapy on aggression, anxiety and social fear of children with oppositional defiant disorder (ODD). The design of the experimental study was pretest-posttest with control group. The statistical population of the study included all the female students with ODD who were studying in Tabriz elementary schools in the academic year of 2009-2010. All the students studying in the schools were selected in a two-stage randomized cluster sampling and the scale of ODD grading was applied by the teachers of these schools on all the students. After scoring the questionnaires and screening, 40 students were selected and randomly assigned to two groups of 20 students. Shahim Aggression Questionnaire, Anxiety Questionnaire (Spence et al.), and Social Fear ‎Questionnaire (Masia et al.)‎were used to collect data. Data analysis was performed by covariance statistical analysis. The results of the study showed that parent-child play therapy has an effect on students’ aggression, anxiety and social fear and reduces their aggression, anxiety and social fear. Therefore, paying attention to parent-child play therapy plays an important role in improving children’s psychological problems.

The purpose of the present study was to investigate effectiveness of trauma-focused cognitive-behavioral therapy on the reduction of brain-behavioral systems Sensitveness and experimental avoidance of veterans with PTSD. The current study is a semi-experimental one with pretest-posttest design with control group, The statistical population of this study included all Veterans in Marand in the year of 2019, among which 30 were selected as veterans with PTSD who referred to pouyameher Counseling and Psychological Services Center. Were selected through purposive sampling method and randomaly assigned to two groups of experimental and control. The data were collected using a posttrumatic stress disorder checklist (military version), Behavioural inhibition and behavioural activation system scales (BIS/BAS) and acceptance and action questionnaire-II (AAQ). Then, trauma-focused cognitive-behavioral therapy were performed for 12 sessions (90 minutes in per session) each week for the experimental group. Data were analyzed by SPSS 20 using multiple covariance analysis. After controlling the effects of pretest, the mean scores of behavioural inhibition and behavioural activation system and experiential avoidance were significantly higher in the experimental group than the control group (p<0.001). Training trauma-focused cognitive-behavioral therapy education can be effective reduces brain-behavioral systems and experiential avoidance of veterans with PTSD. Therefore, the design and implementation of intervention based on this treatments can be useful in educating and promoting mental health in veterans with PTSD.

The purpose of the current study is to investigate the mediating role of Personal maladaptive perfectionism and parental psychological control in the relationship between parental maladaptive perfectionism with obsessive-compulsive disorder (OCD), using structural equation modeling (SEM). The research design is descriptive-correlation study. The participants were 586 students of Islamic Azad University, Tabriz Branch, University of Tabriz, and Azarbaijan Shahid Madani University in Iran selected using the cluster sampling method. Data were gathered by Obsessive Compulsive Inventory Revised (OCI-R), Frost Multidimensional Perfectionism Scale (FMPS), and Dependency-Oriented and Achievement-Oriented Psychological Control Scale (DAPCS), and were analyzed by SPSS and AMOS V. 24. SEM confirmed the proposed model (χ2 /df = 1.94, RMSEA = 0.04, CFI = 0.97, GFI = 0.96, AGFI = 0.94) and indicated that parental maladaptive perfectionism with Personal maladaptive perfectionism and parental psychological control mediation affects OCD with standard coefficient of 0.47 (P˂0.05). The findings, supporting the theoretical model, propose a suitable framework for psychopathology of the disorders that emphasize Parental maladaptive perfectionism anticipates the obsessive-compulsive disorder through parental psychological control and Personal maladaptive perfectionism. These findings, can be useful in developing etiology, efficacious therapeutic interventions and preventions for OCD.

The aim of the present study was to determine the role of the achievement motivation and test anxiety in predicting students' self-handicapping and procrastination. The method was descriptive-correlational, and the statistical population included all young students of the University of Applied Sciences and Technology of East Tehran; who were studying in one of the faculties of this university in the academic year of 2017-2018. The Cochran's sample size estimation formula was used to determine the sample size, which were 340 people. The sampling was done on a basis of a random multi-step way. Edward E. Jon's self-efficacy scale, Herman's motivated progress, Solomon's and Rathblum's procrastination, and Sarason's test anxiety were used in the study in order to collect the data. The SPSS 24 and Pearson correlation and canonical correlation methods were used to analyze the data. The findings showed that predicting the variable of procrastination based on test anxiety variables and achievement motivation is significant (p<0.0001 and F=245/951), and predicting the variable of self-handicapping based on the variables of test anxiety and achievement motivation was significant, too (P<0.0001 and F=1190/904). It seems that increasing the achievement motivation and reducing the test anxiety is a key factor in reducing procrastination and self-handicapping.